1. General Education Assessment at OSU: Past, Present, and Future
Andrew Martin Larry Krissek Catherine Montalto Randy Smith
Department of Sociology School of Earth Sciences Department of Human Sciences Office of Academic Affairs

2. Overview History and present process of GE assessment and oversight
Revised GE -- brief summary of proposed model
Revised GE – ideas for assessment

3. Present Situation – GE Oversight and Assessment
Oversight (“30,000 foot level”) provided by ULAC (University-Level Advisory Committee for the GE). Receives detailed information from ASC Curriculum Committee; reports to CAA.
Assessment (detailed work) conducted by the Assessment Panel of the Arts & Sciences Curriculum Committee.

4. Present Situation – GE Assessment
Performed by Assessment Panel of ASC Curriculum Committee
Organized by GE Category (learning outcomes available)
Generally focused on large-enrollment courses (presently ~1500 approved GE courses, but ~50% of GE credits earned from ~60 courses, and ~80% of GE credits earned from ~200 courses)
Some departmental reports

5. Present Challenges – GE Assessment
No program-wide goals or learning outcomes
Large number of GE courses (~1500), many without assessment plans
Assessment often “tacked on” – not integral
Ongoing effort to standardize/simplify assessment process (make assessment integrated and sustainable)

6. Revised GE - Guiding Principles
What is best for our students?
Cohesive, integrated program with clear learning outcomes
Intentional multi-year program integral to student experience
Thematic components; disciplinary breadth
Understanding various modes of inquiry

7. Goals and Learning Outcomes of the Educated Global Citizen
Successful students will:
demonstrate certain qualities, abilities and characteristics that prepare them to be engaged citizens and leaders for life
engage with and apply a range of important modes of human thought and inquiry
be educated global citizens who can examine significant aspects of the human condition in local, state, national and global settings today, and in the foreseeable future

8. Overview of Proposed Structure
Foundations
Themes
Bookends

9. Overview of Proposed Structure
Foundations (one course each; credits)
Writing and Information Literacy
Mathematical and Quantitative Reasoning OR Data Analysis
The Arts
Humanities
Historical Studies
Natural Science
Social and Behavioral Science
Race, Ethnicity and Gender
Themes (five(?) courses; 15 credits)
Bookends (two courses; 4 credits)
General Education Seminar
General Education Capstone (Reflection)

10. Themes Required: (complete multiple courses)
Citizenship for a Diverse and Just World
Choice: (select 1 theme and complete multiple courses)
Sustainability
Health and Wellness
Places and Spaces
Transformative Ideas

11. Disciplinary Breadth
The multiple theme courses must cover disciplinary breadth.
At least one theme course from each of the following:
Natural Science
Arts & Humanities
Social and Behavioral Science

12. Second Level Writing
Students will be required to complete one theme course with embedded writing as part of the General Education program. An oversight committee will monitor the second level writing courses to ensure that instruction in writing is provided and expected learning outcomes are met.

13. General Education Seminar
3-credit hour seminar
Academic content + introduction to GE goals/requirements; trajectory toward GE capstone
Faculty taught
Coordination with University Survey

14. General Education Capstone
1-credit hour
Reflection, integration
Evidence that student demonstrates the attributes of the educated global citizen (meets the goals/learning outcomes of the GE program)
ePortfolio

15. Opportunities for Assessment within the Proposed Structure
Assessable goals/learning outcomes
For the entire GE program
For GE Seminars
For each category in Foundations
For each Theme (and courses in that Theme)
For 2nd writing courses
For GE Capstone

16. Opportunities for Assessment within the Proposed Structure
Course-level
GE status request includes assessment plan
GE approval for fixed duration (5 years?). Renewal request includes assessment data => course-level assessment
GE status request identifies assignment(s) suitable for inclusion in ePortfolio => build toward category/theme-level and program-level assessment

17. Opportunities for Assessment within the Proposed Structure
Category/theme-level
Enrollment patterns
Intentional prompts during ePortfolio construction, directed toward category/theme learning outcomes
Frequency of assignment inclusion in ePortfolios by theme/category
Faculty advisory committee for each category/theme; collaborations with ASC Curriculum Committee and ULAC

18. Opportunities for Assessment within the Proposed Structure
Program-level
Intentional prompts during ePortfolio construction, directed toward overall GE program goals and learning outcomes
Integration of assignments in ePortfolios across themes/categories
Continued assessment activities by ASC Curriculum Committee and ULAC. Additional support, visibility, and coordination provided by new University-level GE office?

19. Do These Assessment Opportunities Address the Present GE Assessment Challenges?
No program-wide goals or learning outcomes Yes
Large number of GE courses (~1500), many without assessment plans Yes
Assessment often “tacked on” – not integral Yes
Make assessment integrated and sustainable Yes

20. Department of Sociology martin.1026@osu.edu Larry Krissek
Andrew Martin
Department of Sociology
Larry Krissek
School of Earth Sciences
Catherine Montalto
Department of Human Sciences
Randy Smith, Vice Provost
Office of Academic Affairs